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Process

Process could be conceptualised as “sense-making” activities that create opportunities for students to understand, acquire, and internalise content. According to students’ different readiness levels, interests, and learning profiles, teachers could differentiate process in the following ways: (i) providing students with analytical, practical, and creative tasks that lead to the same learning outcomes; (ii) providing students with clear and specific task directions and flexible time arrangements; (iii) designing tiered activities and supplementary materials; (iv) allowing multiple options for students to explore learning content; (v) encouraging students to work together or independently and grouping students according to students’ readiness, interests, and learning profiles; (vi) providing students with a systematic learning structure through examples, peer tutoring, mini-workshops, and personalised feedback; (vii) encouraging students to suggest other learning modes and to co-design learning tasks (Sousa & Tomlinson, 2018; Tomlinson, 2003, 2017; Tomlinson & Allan, 2000; Tomlinson & Eidson, 2003; Tomlinson & Imbeau, 2010; Tomlinson & Moon, 2013; Westman, 2018).

C1. Equipping students with prior knowledge and raising learning interests

C2. Identification of diverse learners’ needs

C3. Multi-sensory teaching

C4. Use of information technology

C5. Effective use of questioning techniques

C6. Group learning

C7. Students’ choice of learning paths

C8. Diversified learning tasks

C9. Tiered learning tasks

C10. Contingent scaffolding

C11. Effective use of large classes, small groups and individualized modes of teaching

C12. Provision of feedback

C13. Learning summary for students of varied abilities

C14. Using diversity to promote peer learning

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